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Digo, Gerry Sanez
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Teachers’ Profile and Implementation of Kindergarten Program During Pandemic Mostera, Marimar Jeremias; Digo, Gerry Sanez
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Teacher’s profile and the implementation of kindergarten program during pandemic. Objectives: This study determined the profile of kindergarten teachers and status of the implementation of kindergarten program during the pandemic in Sorsogon, Philippines. Methods: This study employed the descriptive research method and utilized descriptive statistics for data analysis.  Findings: The results of this study revealed that majority of kindergarten teachers are aged 31-40, female, married, bachelor’s degree holder, in-service for 6-10 years, teaching kindergarten for 1-5 years, and attended several related trainings. The overall average weighted mean as to resource, process, and outcome variables are 4.33, 4.43, and 4.59 respectively. Moreover, resource and process variable is “moderately observed” while outcome variable is “highly observed”. Conclusion: There is no significant relationship between teacher’s profile and status of the implementation of  kindergarten program. Keywords: kindergarten program, pandemic, problem encountered, teacher’s profile.DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202309
Action Research Training: Its Effect on the Research Attitude, Knowledge, and Performance of Teachers Fajardo, Edna Gando; Digo, Gerry Sanez
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Action Research Training: Its Effect on the Research Attitude, Knowledge, and Performance of Teachers. Objectives:  This study aimed to determine the effect of action research training on the attitude, knowledge, and performance of teachers in research.  Methods:  This study used the mixed methods sequential explanatory design. Findings:  Action research training that involved collaboration, coaching, and research support from mentors did not significantly improve the attitude and knowledge in research, but was effective in enhancing the performance of teachers in action research proposal preparation. Moreover, the participants claimed that the action research training was useful, effective, and transformative.  Conclusions:   Training, collaboration, support from mentors, favorable attitude, and knowledge contributed to the increased performance of teachers in action research.     Keywords: attitude in research, knowledge in research, performance in research, teacher-researchers, action research training.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202314
Co-Authors Fajardo, Edna Gando Mostera, Marimar Jeremias